Аннотация
The article examines the problem of developing reading literacy among primary school students in the context of increasing information flows and the shift to competency-based education; the relevance is justified by the need to enhance students’ ability to understand, interpret, and apply written information. Methodology and Methods. A mixed-methods approach was used, including an online survey “A Reading Nation!” among 130 students in Grades 3 to 4, diagnostic tasks, and document analysis; quantitative data were analyzed through frequency and percentage distribution, while qualitative responses were processed using content analysis. Results. The study showed that most students are interested in reading, although regular reading habits are not fully formed; fairy tales and adventure stories dominate preferences, family support strongly influences motivation and comprehension, while limited access to modern books and insufficient school-based initiatives remain barriers. Scientific novelty. The study provides new empirical evidence on the relationship between reading motivation, family reading practices, and the development of functional reading literacy in the early school years. Practical significance. The findings can guide the development of reading programs, strengthen school–family cooperation, and support strategies aimed at improving reading motivation and comprehension skills, contributing to the overall quality of primary education.